This research examined the possibility that readers would differentially recall passage material as a result of differing levels of processing during reading. The results seem to indicate that what readers remember from reading passages is determined by the activities they engage in during reading. (Author/BW)

Subjects read passages taken from Bransford and Johnson's materials either with or without the context-inducing title provided. The presence of the title increased comprehension and recall but had no effect on recognition. Activation of relevant information already stored in memory may not be essential to the encoding process. (Author/RD)

In three experiments, subjects read passages and circled misspelling in them. Results support the unitization hypothesis that common words are normally read in units larger than letters but are read in letter units when misspelled. (Author/CP)

Adolescent subjects, randomly assigned to immediate or delayed recall conditions, were given two prose passages to recall, one after reading, the other after listening. As hypothesized, for a difficult recall task involving connected prose, recall after reading was superior, both for total units recalled and for number of errors. (Author/SJL)

Provides further evidence of the psychological importance of semantic roles for verbal learning and broadens the realm of earlier work with semantic roles by using connected prose rather than individual sentences. (HOD)

The results support the hypothesis that the oral review of prose material has a positive influence on retention as measured by cued-recall questions. (RC)

Two aspects of memory for prose were investigated. The amount of information remembered and the semantic interpretation assigned to ambiguous paragraphs. Task instructions and exposure duration of passages were varied. Recall and recognition measures indicated students remembered more with instructions requiring processing at a semantic level.…

Web-based software was used to deliver and record the effects of programmed instruction that progressively added formal prompts until attempts were successful, programmed instruction with one attempt, and prose tutorials. Error-contingent progressive prompting took significantly longer than programmed instruction and prose. Both forms of…

The findings provided no evidence that learning-to-learn effects exist with prose materials and suggested that repeated use of the multiple-choice test produces interference at the higher levels of learning. (Author/BJG)

The thesis in this paper centered around the meaning of "effective" speaking and "effective" writing. The dimensions of effective prose are analyzed as one method of determining what is involved. (Author/RK)

Fifty-seven secondary school students were involved in a study that examined the effects of three types of initial tests on later retention: a short answer test, a multiple choice test, and a full free recall test. Questions on the first two of these tests covered only half of the passage contents. The subjects studied a brief history text before…